SEAHO Report - Winter 2018 - 46

SEAHO Features
interactive engagement, and training and development around
race and racial justice.
If we blatantly or subconsciously choose to disregard this part
of responsibility in our residence life roles, we risk not being
a part of the resolution of racial justice AND perhaps seen
as a resistance to racial justice. The work of racial justice is
intricately woven in our roles and ultimately shows up in the
types of dialogues we have, the opportunities we seek or those
we do not, how we supervise, the training and development
opportunities we provide, how we lead, and how we connect
or disconnect from others. We must challenge ourselves and
reexamine practices that do not disrupt subliminal and overt
structures that refute racial justice. For example, if there is a roommate conflict between two residents, instead
of simply moving one of the residents to quickly "reset or resolve the situation" for both residents, we must
create the space to inquire about the rationale for the requested or needed room change. If there is a root of
racial tension or racial misunderstanding between the two, it may need to be addressed in mediation or even
continued dialogue with both residents even in the event of a mutually agreed relocation still occurs. If we
do not at least ask the questions about the rationale and there is a racism related reason to the requested room
change, we do not only relocate one of the residents but we risk relocating a resident and their unchallenged
perspective about a particular race or culture.
As residence life educators, we also hold the identity of being Student Affairs practitioners. Although there is
often implied or suggested pressure to be a perfect expert in our field, we must not allow that to discourage
us from actually practicing this part of our role. In a review of the Showing Up for Racial Justice (SURJ)
network's values, they urge "When we make mistakes, we want to take the time to reflecdt on them thoughtfully
and keep moving in the work. WE cannot let making mistakes prevent us from continuing our work. There's
just too much at stake."
So it is up to all of us! It is up to all of us to work for a racial justice reality. Therefore, whether it is a tenured
Faculty member in the classroom or a member of the institution's grounds management, both hold an individual
and collective responsibility to racial justice engagement. If I am meeting with a student and deny the dialogue
around race and racial justice, I am being of direct disservice to the student, the profession, and the global
society. It must be considered professionally irresponsible and direct negligence for us to withhold this type
of vital knowledge and experience from our students and each other. How can we expect them to lead and/or
engage in dialogue around race if they do not seriously submerge in the race work to unwrap the tangled string
complexities of race work until post-graduation? It would be Higher Education assassination of the profession
to ignore owned roles and responsibilities for a need to develop change agents of effective leadership that
challenge and shape our profession for betterment as opposed to fertilizing them as status quo gate keepers
for the continuance of unchallenged and unchanged, systematic practices of the field. Sometimes even more
important than knowing where to start is starting.
Let's unpack that suitcase. We too, have work to do!
Need additional starting kit tools?
Recommendation: Educator, write, and activist Paul Kivel is also a Founding SURJ Leadership Team member
with various Resources for Racial Justice provided on his website. You can visit it at: http://paulkivel.com/issue/
racial-justice/
SEAHO Report Winter 2018

http://www.paulkivel.com/issue/racial-justice http://www.paulkivel.com/issue/racial-justice

Table of Contents for the Digital Edition of SEAHO Report - Winter 2018